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An investigation of the impact of formal and informal assessment of the self-esteem of pupils with borderline learning difficulties learning in mixed ability english language classes
2009
Ndebele, Kordwick
The University of Nottingham

This thesis reports on a research study aimed at examining the impact of informal and formal assessment on the self-esteem of pupils with borderline difficulties and language deficiencies learning in mixed ability English language classes. The thesis adopted a qualitative ethnographic methodology with triangulated methods to enquire into macro and micro views of the main concepts in this study. Thus, data were collected by participant observation within English classes, informal and formal interviews with pupils and teachers at the research site and semi-structured interviews at home with parents and pupils. Questionnaires for 6 teachers, pupils and parents [total n=31] were administered 22 pupils were observed over a period of nine months, spanning 5th September 2005 to May 2006 and 3 parents interviewed due to availability of willing pupils and their parents. This was followed by structured and semi-structured questionnaire administration and interviews with six teachers and pupils [n=22]. The experiences of pupils deemed to be struggling with learning, yet not certificated as having learning difficulties were analyzed utilizing the methodology outlined by [Lincoln and Guba 1985; Creswell 1998; Richards 2005; and Bryman 2004] among others, and the data provided rich ground for a potential development of a substantive theory of learning and self-esteem. The questions focused on the evidence of classroom, and on verbal and non-verbal teacher treatment of the focus group. It also focused on the perceptions and expectations of teachers and students regarding assessment [formal and informal] and how it impacts on pupils’ self esteem. Some themes that emerged in the study included the following: resistance to learning and to authority, ridicule and racism, treats and intimidations, student-teacher infatuation, racial and bullying, counter- school culture, and unfair teaching practices. Findings from this research study are a mixed bag. The evidence suggests that, self-esteem is dynamic and has an inherent executive capacity based particularly on individual competence, beliefs, thinking and feeling components. Furthermore, there was no evidence to suggest that pupils performing poorly suffered low self-esteem.

Risk and Preventive Factors Related to School-Bullying and Cyber-Bullying: Comparing the Effects of Socio-Demographic, Family Environment, Friend Environment, Personality and Behavioural Factors Between School-Bullying and Cyber-Bullying
2019
Tzani-Pepelasi, Kalliopi
University of Huddersfield

Background: Research in the field of school-bullying has been expanding for at least three decades while research in cyber-bullying is still evolving. There has been an enormous amount of empirical works and projects throughout the years, all aiming to understand how bullying functions, the motivation behind such behaviour, the related factors, the consequences, and of course to create efficient prevention and intervention models. However, in spite of the continuous efforts to decrease the rates for both forms, previous research has shown that school-bullying remains stable whereas cyber-bullying is on the rise and evolving.

Aim: This three-year project aimed to explore highly studied as well as neglected risk and preventive factors in relation to SB and CB; examine relationships, differences, and predictive effects, whilst providing a comparison of the factors’ effect on SB and CB.

Methodology: For this project 408 participants were recruited to complete the online survey in Google Forms. The questionnaire aimed to measure school-bullying and cyber-bullying both from the perspective of the victim and the perpetrator, empathy, self-esteem, aggression, anger, impulsivity, self-control, guilt, morality, copying strategy/minimisation, factors related to family, and friends. To achieve these 11 previously validated scales were employed and a series of questions were constructed to measure other related aspects.

Findings: Results showed that there are complicated relationships, differences, and predictive effects between the factors and the two forms of bullying, with some factors relating to both forms of bullying, while there appears to be an overlap between the two forms. To collectively present the results, a four-level model was developed and the school-bullying/cyber-bullying prevention/intervention model emerged.

Conclusion: Bullying is a complicated phenomenon regardless of the expressed form. There are numerous gaps in research that require further examination and several limitations that future research should address. In spite of the current project’s limitations that are addressed in detail, this project managed to provide a collective comparative picture of risk factors for both forms of bullying and has developed a detailed anti-bullying model that could potentially tackle both school-bullying and cyber-bullying.

Safety/bullying in the community: an exploration of the perceptions of students with learning and/or communication difficulties, of their parents/carers and of their teachers
2013
Lomas, Jacquie Charlotte Jayne
University of Birmingham

This research aimed to explore the extent to which young people with learning/communication difficulties see themselves affected by feeling unsafe/bullying in the community. This research also investigated the views of parents of young people with learning/communication difficulties. The researcher wished to explore the extent to which parents endeavour to support their vulnerable offspring by curtailing their exposure to potential risks, as against helping them develop coping strategies to enable them to stay safe in community settings and be competent to avoid and address potential or actual risks. Finally, the study aimed to explore the perceptions of teachers who work with young people with learning/communication difficulties, of how much the young people are at risk of being bullied in the community, and how the school curriculum seeks to minimise/prepare young people to address any such risks. Through a multiple case study design, the perceptions of six young people with learning/communication difficulties were explored, as were the perceptions of one of the parents of each of the young people. Three schools were involved: one mainstream and two special schools. Semi-structured interviews were conducted with the young people, with their parents and with one member of staff from each school. In addition, rating scales and photographs were used with the young people. The research was collaborative in that the young people were involved in identifying which places in the community to take photographs of, and took some of the photographs themselves with the help of school staff. The qualitative data were analysed using thematic analysis (Thomas, 2009). Findings point to the importance of taking an eco-systemic approach to the issue of how safe young people with learning/communication difficulties feel in the community, and to the issue of bullying.

Using hybrid deep learning and word embedding based approach for advance cyberbullying detection
2020
Bhatt, Jigar
National College of Ireland

The ever-increasing use of social media in the internet space have induced a number of problems like cyberbullying and cyberaggression over the internet. Researchers have made a commendable progress on the ongoing fight against cyberbullying but a lot of unresolved issues still persist that primarily motivates the purpose of the research. The paper aims to integrate recent advances in the field of word embedding like fastText, ELMo and stacked flair embeddings combined with a host of robust deep learning techniques to further the efficiency of detection over the state-of-art. Two distinct datasets Formspring and Wikipedia were requested and processed for the purpose of the research. A number of different combinations of word embedding with deep learning methods were tested and compared with CNN with ELMo embedding delivering the most promising results with an F1 score of 0.82 on both datasets. On the other hand, CNN with fastText obtained F1 score of 0.82 on Formspring and 0.64 on Wikipedia dataset but was computationally faster than the counterparts. Moreover, transfer learning was performed using the models to test and prove the robustness and efficacy of the models. The system performed considerably well with superior scores in precision, recall and F1 over the state-of-the-art across all the test cases performed.

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Prof Paul Downes
A Nietzschean Analysis of Cybercrime and Deviance
2020
Noble, Wayne
University of Central Lancashire

The intention of this thesis is to examine various types of online deviance, such as ‘trolling’ and other forms of cyber bullying with special attention paid to the deviance which occurs on social networking sites and peer-2-peer file sharing websites.

The central claim of this thesis is that deviant behaviour can be influenced (encouraged, magnified) by ‘ressentiment’, which can reside within the individual. This ‘ressentiment’ forms part of a complex array of situational factors called ‘Flexible Causal Prediction’, whereby individuals may experience a particularly strong influence on behaviour but are not predetermined to act in certain ways. In this thesis the author uses Nietzsche’s philosophical notions of ‘Nihilism’, ‘Slave Morality’, ‘ressentiment’, ‘Will to Power’ and the ‘Übermensch’ to build an existential picture of deviant behaviour.

The author also draws upon the criminological/sociological notions of ‘Drift’, ‘Master Status’ and the ‘Techniques of Neutralisation’ (Sykes and Matza 1957) to introduce the new concepts of ‘Flexible Causal Prediction’ (previously referred to as ‘Causal Probability’); and the idea of ‘Situational Influences’. This undertaking is done with the intention of building upon the Meta-theoretical work of Owen (2007 – 2015), which seeks to build bridges between the social and physical sciences. The theory of ‘Flexible Causal Prediction’ is also applied to the deviant activities of internet trolling and anti-social behaviours to demonstrate the influences on behaviour.

Nietzsche’s philosophical notion of ‘Slave Morality’ and ‘ressentiment’ will also be extended when looking at some radical social justice movements, such as ‘AntiFa’, ‘Black Lives Matter’ and the ‘#MeToo’ movement to demonstrate the role that ‘ressentiment’ may play in behavioural choices. To assist this analysis Saul Alinksy’s 1971 book ‘Rules for Radicals’ will be referenced to demonstrate how the rules are based on a collectivist ‘herd’ mentality of slave ‘ressentiment’ and how these rules have themselves lead directly to deviant behaviour, online and offline and how a politically correct ideology could be responsible for encouraging such behaviours.

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Research Fellow Opportunity at DCU Anti-Bullying Centre

DCU Institute of Education
Dean’s Research Fellow (One Semester)
DCU Anti-Bullying Centre

Background

DCU Anti-Bullying Centre (ABC) is a university designated research centre located in DCU Institute of Education. In line with DCU’s Strategy, the core mission of DCU Anti-Bullying Centre is to be a future focused and globally connected European centre of excellence for research and education on bullying and digital safety.

Through scholarly outputs, education, and societal engagement, the Centre significantly contributes to DCUs research reputation and impact, while enhancing local and international engagement. The Centre comprises approximately 50 members who are engaged in research and education related to bullying and digital safety. The Centre hosts the UNESCO Chair on Bullying and Cyberbullying and the International Journal of Bullying Prevention. From 2018 to 2022 the Centre published 192 Scopus ranked papers, achieving a current combined Field Weighted Citation Index of 2.7.

Members of the Centre are drawn from all five faculties of the university and are united by our purpose and the mutual support from our global community to achieve our aims. We take pride in our ethical way of working and the positive social impact our research has on tackling bullying and promoting digital safety. We believe our spirit will flourish because we are ethical, ambitious, collaborative, compassionate and committed to tackling bullying and digital safety for wellbeing in society.

The Role

The Centre is pleased to announce a new and exciting opportunity for an early to mid-career academic in DCU Institute of Education who is interested in pursuing research related to bullying and/or digital safety and education.

The Dean’s Research Fellowship will allow an ambitious individual to be seconded to the Centre from mid-August 2024 to end of January 2025 to undertake a specific study that will enhance their research profile as well as contribute to the canon of research associated with the Centre.

The Fellow will be based in the Centre, which is located on All Hallows Campus, and will work as a full-time researcher for the duration of the fellowship.

The following is an indicative job description:

  • Undertake a specific piece of research that relates to bullying and/or digital safety and education
  • Submit two papers for publication in Q1 journals.
  • Attend Centre meetings and contribute to the wider work of the Centre.
  • Identify and apply for funding opportunities.
  • Present a seminar on their research.
  • Support other research activities in the Centre.

The Fellowship will provide the selected individual with an opportunity to elevate and enhance their research profile. As a member of the Centre, the Fellow will receive significant support from the UNESCO Chair, the Director of Engagement, and the Centre Administrator, as well as collaborate with other members of the Centre.

Requirements

Individuals who are interested in applying for the Dean’s Fellowship should be full-time academic staff members of the Faculty.

If successful in their application, they must engage with their Head of school on sourcing temporary cover for the period of the Fellowship. School placement responsibilities/duties may not be covered by the Fellowship unless otherwise agreed with the Head of School.

Those interested should submit a short research proposal (approx. 1000 words) in which they outline the topic they wish to research. The proposal should explain how the focus of the Fellowship will build on their research to date and how it will contribute to the wider field of study on bullying and/or digital safety. The applicant is not expected to have previously undertaken research in this field but should be able to highlight how their work to-date can be linked to an aspect of bullying and/or digital safety and education.

The applicant should outline what research methods they propose to use and what resources they will require to undertake the study.

While the Fellowship is for one semester, it is hoped that it will allow the individual to maintain an interest in the Centre and remain as an active member after the secondment has finished and they have returned to their School.

More information on the Centre can be found on www.dcu.ie/abc

Informal enquiries can be made to Prof. James O’Higgins Norman

Applications can be emailed to: angela.kinahan@dcu.ie

Closing Date: 26th April 2024

Equinix and DCU Anti-Bullying Centre Launch a New Partnership

Equinix, a global leader in digital infrastructure, has announced a new partnership with Dublin City University’s Anti-Bullying Centre. In this piece, Peter Lantry, Equinix’s Managing Director for Ireland, and Professor James O’Higgins Norman, Director of DCU Anti-Bullying Centre and UNESCO Chair in Bullying and Cyberbullying, discuss their shared goal of a world without bullying. 

What was it that first sparked your interest in the DCU Anti-Bullying Centre – and how does their work align with the values of Equinix as a company? 

Peter: Firstly, I am passionate about anti-bullying on a personal basis. I experienced bullying myself when I was young, and I think people need to understand that it isn’t something to be ashamed of. I have two children now, and the world they’re growing up in is defined by different types of bullying – it’s online, it’s more insidious, and we need to keep ahead of it.

Secondly, I could immediately see a connection between James’s work here and our values at Equinix. Equinix is aligned with DCU’s Anti Bullying Centre in that both organisations want to make people feel safe, feel a sense of belonging and know that they matter, no matter who they are. In Equinix, we’re solving problems together, and we need to treat each other with respect and care to be able to do that. On a social level, we have Connected Groups, such as Connected Pride, Connected Faith and Connected Black, that bring people together and allow them to express themselves. In our work too, we embed training that prioritises managing bias, being an active ally and being aware of privilege.

How does the support of Equinix help further the impact of DCU Anti-Bullying Centre?

James: I am very excited about working with Equinix and with Peter. This is a company that is very purposeful in terms of how it approaches humanity – both in how it engages with its employees and with wider society. The core aim of DCU is to transform lives and societies, and we want to work with partners who share that vision and commitment. Equinix is clearly such a partner.

The goals of the DCU Anti-Bullying Centre and the UNESCO Chair in Bullying and Cyberbullying are to ensure that bullying is eradicated from schools, societies and workplaces. It may be an ambitious goal, but we believe in it. With the right resources, enterprise and creativity, it is possible.
We cannot resign ourselves to bullying in our institutions. Bullying is a threat to democracy itself. If we accept that some people should have more power than others, that undermines the central idea of democracy: that all should have an equal voice.

Our research is working to develop a more nuanced and deeper understanding of bullying. An individual bullying encounter happens within a context, and within a societal structure, and we need to deepen our understanding of the wider context that allows bullying to continue. This research is vital if we are to eradicate bullying from society.

We’re using our learnings to develop resources and guides that can be used wherever bullying takes place, so this is not ivory tower research. This is research driven by creativity, innovation and enterprise, and we look for partners who can help us as we find new ways of doing things. We could see that Equinix is an innovator that does things ethically, so it made sense for us to work together.

The eradication of bullying is an inspiring goal – Peter, what is your view on the ambitions James has described?

Peter: Equinix has the global reach to support that vision that James has set out. One of our own goals is to ensure that everyone is treated equally and to support talent irrespective of where it comes from – and our work with DCU Anti-Bullying Centre supports that goal. The learnings of this Centre will help Equinix and other companies to think about how we do business, and will inform best practice in our teaching and training.
Speaking to James sheds light on what can be done and what needs to be done, and I’m very interested in the science and research behind this. DCU Anti-Bullying Centre has information, shared tools and effective techniques to tackle bullying, and I would like to see those employed around the world. Equinix is in 72 cities across the globe, and we have connections around the world. Our partnership can start to expand the reach of the Anti-Bullying Centre.

James, how does building a partnership like this make a difference? 

James: As a leading European research centre with a global reach, and in the global role of UNESCO Chair on Bullying and Cyberbullying, having a global partner like Equinix can help us to enhance our reach.

I think it’s really important that people in leadership, people like Peter, can name bullying as an issue, both as someone who has experienced bullying and as an ally. I think conversations about bullying are often given other names, like wellness, but it is important that we name the behaviour, and that people aren’t afraid to talk about it and call it out and have an open and honest conversation about why it happens in our society. We need to recognise bullying as a societal process that needs to be addressed. So often, people look the other way because they fear becoming the next target, and people who experience bullying are left on their own.

We need the right teaching and training so that people can recognise bullying behaviours in themselves, and recognise how they respond to bullying behaviours from others. It’s a social process, so how I respond is as important as the actions of the bully and the person being bullied. We need the right people, people like Peter, who are willing to speak and to take action. The whole of society needs to change – and we need allies to call that out.

In addition to partnering with the DCU Anti-Bullying Centre, Equinix also supports the DCU Access to the Workplace programme, which helps to level the playing field for students who we know experience disadvantage in the workplace after graduation. What about this initiative resonates with you, Peter?

Peter: Access to the Workplace is so important for many reasons. Even getting an interview in many companies can be an issue of access and privilege. Yet even from a selfish point of view, companies need to address those barriers in order to get the right talent in. Taking part in the DCU Access to the Workplace programme is a key part of that process for us.

DCU Access to the Workplace supports access for students who may not have the same opportunities, and enables representation where there may be bias. It’s about trying to give a chance to everyone who deserves a chance. It’s a brilliant initiative to widen a company’s access to talent while also ensuring that everyone has access to the opportunities they need.

If you’re interested in supporting and learning more about the DCU Anti-Bullying Centre, please contact DCU Educational Trust today at edtrust@dcu.ie.